A revised model curriculum for a liberal arts degree in computer science
Communications of the ACM
Has our curriculum become math-phobic? (an American perspective)
Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
A study of the impact of student background and preparedness on outcomes in CS I
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Contributing to success in an introductory computer science course: a study of twelve factors
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Proceedings of the 45th ACM technical symposium on Computer science education
No tests required: comparing traditional and dynamic predictors of programming success
Proceedings of the 45th ACM technical symposium on Computer science education
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A study was performed to determine the significance of taking math courses such as Discrete Mathematics or Calculus before taking CS-II on the outcomes of students in CS-II for students at the author's institution. At this institution, Discrete Mathematics is a prerequisite for CS-II, but Calculus is not. This study examined the outcomes of 160 students who took CS-II for the first time during a period in which the textbook remained the same, and the syllabus for CS-II remained relatively constant across instructors. The results suggest that students who take Calculus before taking CS-II do at least as well as those who take Discrete Math: the real mathematical "prerequisite" for CS-II is some form of "mathematical maturity".